The aim of our approach to English is to equip all pupils with the necessary knowledge, skills and understanding to be proficient readers and writers and to be ready for the next stage of their education. We develop pupils’ oracy and wider understanding of language, have a systematic approach to phonics and early reading that integrates both decoding and comprehension, develop fluency in reading to support understanding, and use high quality, thought provoking texts and multi-modal resources to expose pupils to an ambitious English curriculum. Reading , writing (including phonics and spelling) and oracy are the springboards to life-improving opportunities.
Writing
Children need so many different skills to become confident writers; to be able to produce legible handwriting, to spell confidently, to construct and punctuate sentences that make sense, to understand the features of the type of writing they are engaged in and last, but by no means least, they need to know what they want to express and to be confident about how to shape and organise their ideas.
Writing is taught using the Talk for Writing programme. The three stages of the process imitation, innovation and independent application are followed through in each unit of work. Fiction and non-fiction units are taught every half term. The core texts, as detailed in the curriculum map, have been planned and approved by the literacy team alongside our Talk for Writing consultant to ensure there is progression and challenge across each year, building upon texts learnt in previously.
In EYFS they also follow the same Talk for Writing programme with a clearer focus on children ‘imitating’ and internalising the text, slowly building up to more independent writing. In both Nursery and Reception non-fiction and fiction text types are covered. Traditional tales provide the starting point for much of the literacy content.
| Fiction Text Genres | Non-Fiction Text Genres |
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The teaching begins with some sort of creative ‘hook’ which engages the pupils, often with a sense of enjoyment, audience and purpose. Writing challenges, such as informing Dr Who about how the Tardis works or producing leaflets for younger children about healthy eating, provide a sense of purpose. The model text is pitched well above the pupils’ level and has built into it the underlying, transferable structures and language patterns that pupils will need when they are writing. This is learned using a ‘text map’ and actions to strengthen memory and help pupils internalise the text. Activities such as drama are used to deepen understanding of the text.
Once pupils can ‘talk like the text’, the model, and other examples, are then read for vocabulary and comprehension, before being analysed for the basic text (boxing up) and language patterns, as well as writing techniques or toolkits. All of this first phase is underpinned by rehearsing key spellings and grammatical patterns. Short-burst writing is used to practise key focuses such as description, persuasion or scientific explanation.
Once pupils are familiar with the model text, the teacher then leads them into creating their own versions. A new subject is presented and the teacher leads pupils through planning. With younger pupils, this is based on changing the basic map and retelling new versions. Older pupils use boxed-up plans and the teacher demonstrates how to create simple plans and orally develop ideas prior to writing. Ideas may need to be generated and organised or information researched and added to a plans. Shared and guided writing is then used to stage writing over a number of days so that pupils are writing texts bit by bit, concentrating on bringing all the elements together, writing effectively and accurately. Feedback is given during the lessons, as well as using some form of visualiser on a daily basis, so that pupils can be taught how to improve their writing, make it more accurate, until they can increasingly edit in pairs or on their own.
Eventually, pupils move on to the third phase, which is when they apply independently what has been taught and practised. Before this happens, the teacher may decide to give further input and rehearsal. Pupils are guided through planning, drafting and revising their work independently. It is essential to provide a rich starting point that taps into what pupils know and what matters so that their writing is purposeful. Writing may be staged over a number of days and there may be time for several independent pieces to be written. With non-fiction, pupils should apply what they have been taught across the curriculum. The final piece is used as the ‘hot’ task, which clearly shows progress across the unit.
Grammar and Punctuation
We follow the National Curriculum programme of study for the teaching of grammar and punctuation HERE
Grammar and punctuation are embedded within whatever writing genre children are learning; if they are writing their own version of a well-known story, they might practise putting verbs into the past tense first; if they are writing instructions they should first learn how to use imperative verbs; if they are giving polite advice they would learn to use modal verbs.
We recognise that it can be difficult to retain the terminology used for grammar and punctuation, so children are constantly reminded of these using an iterative model – at the start of all writing lessons, there is a short activity called ‘High 5 SPaG’ (‘Spelling, Punctuation and Grammar’). The intention of High 5 SPaG is to recap prior learning, providing reinforcement and ‘interrupting forgetting’.
Handwriting
At Ryecroft Academy, we use the structured Nelson Handwriting programme to support pupils in developing their handwriting skills. This approach ensures consistency in teaching and helps pupils build strong foundations in handwriting, which plays a vital role in their overall literacy development.
Why Handwriting Matters
Handwriting is a key skill that needs to be taught systematically. From the earliest stages, children develop their fine motor skills by picking up writing tools and making marks on paper. Encouraging these early writing behaviours, such as scribbling, drawing, and colouring, helps lay the groundwork for handwriting. However, it is equally important to establish good habits from the start, including correct pencil grip and letter formation.
Our Approach
At Ryecroft Academy, we emphasise the following:
- Tripod Grip: We teach and encourage pupils to use the ‘tripod’ grip, as it provides the most control over their writing tools.
- Letter Formation: When pupils begin forming letters, they are taught to follow a consistent method.
- Joining Letters: Once pupils can correctly form individual letters, we introduce joined writing. Clear and accurate joins are encouraged to help develop fluency and speed in writing.
Spelling
At Ryecroft Academy, we follow the No Nonsense Spelling Programme to deliver a structured and engaging approach to teaching spelling. Spelling is a fundamental skill that strengthens reading and writing proficiency. By fostering a systematic and consistent approach, we aim to develop pupils’ confidence and competence, equipping them with the tools they need for academic success. This programme provides a clear and adaptable pathway for developing the skills, strategies, and knowledge pupils need to become skilled and confident in spelling.
Our Approach to Spelling
The No Nonsense Spelling Programme prioritises the teaching of spelling rules, patterns, and conventions while also supporting pupils in learning spellings. Pupils are familiarised with statutory words outlined in the National Curriculum, guided through irregular spellings that do not conform to typical patterns (common exception words), and provided with tailored support to address their individual spelling needs. This comprehensive approach ensures that pupils develop a solid foundation in spelling, enabling them to apply their knowledge effectively in their writing.
If you have any questions about how English is taught here at Ryecroft Academy or how to support your child, please don’t hesitate to get in touch. Our English lead is Jennie McPhee.
[email protected]
